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\begin{document}

\paper{exit}{}{6.042 Assessment Survey}

\section{Instructions}
The EECS Department is trying to develop a system to monitor and
improve teaching effectivness.  Part of this effort involves formulating
and checking an Educational Objectives and Outcomes statement like the one
for 6.042 on the course web page.
%; this statement is repeated below.

We would like your feedback on how well you feel these objectives and
outcomes were achieved for you personally.  We would like you to write
your name on your survey submission to crosscheck self-assessments against
grades; we think the cross-check will be helpful in improving the course.
However, \textbf{writing your name is optional}.

\emph{No one on the 6.042 staff will look at any survey results until
after grades are assigned}, so you need not be concerned that what you say
in your self-assessment will impact your grade at all.

In the indicated space next to each item, please enter a digit from five
(5) to one (1) where

\begin{center}
\begin{tabular}{rcll}
\hline
\textbf{5} & means &  ``this objective/outcome was & \textbf{thoroughly}
achieved for me personally.''\\
\textbf{4} & means &  ``\dots & \textbf{reasonably well} \dots''\\
\textbf{3} & means &  ``\dots & \textbf{adequately} \dots''\\
\textbf{2} & means &  ``\dots & \textbf{somewhat} \dots''\\
\textbf{1} & means &  ``\dots & \textbf{not} \dots''\\
\hline
\end{tabular}
\end{center}

\newpage
\section{Objectives}

On completion of 6.042, students will be able to explain and apply the
basic methods of discrete (noncontinuous) mathematics in Computer Science.
They will be able to use these methods in subsequent courses in the design
and analysis of algorithms, computability theory, software engineering,
and computer systems.

In particular, students will be able to
\begin{enumerate}
\item
\label{Basic Discrete Mathematics Concepts}
\textbf{reason mathematically about basic data types and structures}
used in computer algorithms and systems; distinguish rigorous definitions
and conclusions from merely plausible ones; synthesize elementary proofs,
especially proofs by induction.

(enter 5 ``thoroughly achieved, \dots, 1 ``not achieved'') \brule{0.5in}

\item
\label{Computational Processes} 
\textbf{model and analyze computational processes} using
analytic and combinatorial methods.\brule{0.5in}

\item \label{Discrete Probability} \textbf{apply principles of discrete
probability} to model and solve elementary problems of reliability and
estimation.\brule{0.5in}

\item 
\label{teams} 
\textbf{work in small teams} to accomplish all the objectives above.\brule{0.5in}
\end{enumerate}


\section{Learning Outcomes}
Students will be able to:
\begin{enumerate}


\item \label{basic} use \textbf{logical notation} to define and reason
about \textbf{fundamental mathematical concepts} such as sets, relations,
functions, and integers.

(enter 5 ``thoroughly achieved, \dots, 1 ``not achieved'') \brule{0.5in}


\item \label{soundness} \textbf{evaluate elementary mathematical
arguments} and identify fallacious \emph{reasoning} (not just fallacious
conclusions).  \brule{0.5in}


\item \label{proofs} \textbf{synthesize induction hypotheses and simple
induction proofs}.  \brule{0.5in}

\item \label{graphs} \textbf{apply graph theory models} of data structures
and state machines to solve problems of connectivity and constraint
satisfaction, \eg scheduling.  \brule{0.5in}

\item \label{invariants} apply the method of invariants and well-founded
ordering to \textbf{prove correctness and termination of processes} and
state machines.  \brule{0.5in}

\item \label{closed-forms} \textbf{derive closed-form and asymptotic
expressions} from series and recurrences for growth rates of processes.
\brule{0.5in}

\item \label{counting} \textbf{calculate numbers of possible outcomes} of
elementary combinatorial processes such as permutations and
combinations. \brule{0.5in}

\item \label{probability} \textbf{calculate probabilities} and discrete
distributions for simple combinatorial processes; calculate means and
variances.  \brule{0.5in}

\item \label{mean} solve problems of estimation and error tolerance
by \textbf{applying theorems on deviation from the mean}.  \brule{0.5in}

\item \label{student teams} problem-solve and \textbf{study in a small
team} with fellow students.  \brule{0.5in}

\end{enumerate}

\section{Course Activities}

Indicate using the same five (5) to one (1) scale:

\begin{itemize}

\item How helpful  were  the following materials and activities in

\begin{tabular}{l | c | c |}
                & \textbf{understanding the big ideas}
                & \textbf{preparing for exams}
                \\ \hline  \hline
   course notes  &   & \\  \hline
   the Rosen text  &   & \\ \hline
   lectures   &   & \\  \hline
   lectures slides  &   & \\  \hline
   in-class problem solving sessions  &   & \\  \hline
   problem sets  &   & \\  \hline
   online problems on the reading  &   & \\  \hline
   \parbox[b]{2.0in}{discussion with staff\\ 
                     during in-class sessions} &   & \\  \hline
   \parbox[b]{2.0in}{other discussion with\\
                     staff, \eg in office hours} &   & \\  \hline
   email from course staff &   &\\ \hline
   \parbox[b]{2.0in}{collaboration with fellow\\
                     students on psets}  &   & \\  \hline
\end{tabular}

\item How helpful overall was the course in helping you achieve the
Objectives and Outcomes?  \brule{0.5in}

\item How interested would you be in having another class in the
``lecture/studio'' style of 6.042?  Circle one:

\begin{tabular}{ccccc}
enthusiastic &  interested &  somewhat interested  &  uninterested &  unwilling
\end{tabular}

\end{itemize}

\section{Further Comments}
We would be interested in hearing any other comments or suggestions you
may have about the course:

\vspace{4in}

\end{document}
